By Piet Naude, Nico Cloete
Larger schooling in Southern Africa has confronted exceptional swap over the last few years in Namibia and Mozambique post-colonial platforms have needed to be formed opposed to the backdrop of dramatic political and socio-economic advancements, whereas in South Africa a post-apartheid method, which goals to redress pas inequalities and reply to the desires of a democratic society, is rising. A story of 3 international locations - a collaborative attempt through colleagues from Namibia, Mozambique and South Africa - argues that the center of upper schooling transformation lies within the curriculum. The textual content strikes from in-depth discussions of the theoretical concerns at stake, to case reports and genuine curriculum transformation efforts within the Social Sciences. It presents an perception into how worldwide questions in better schooling reminiscent of epistemic values, the relation among collage and society, modes of data construction, educational governance buildings, and popular measure results are contextualised in South Africa. someone attracted to the short relocating debate on universities will locate this assortment a useful discussion companion.
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Extra info for A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa
So universities need to give students the necessary skills and abilities that will enable them to function effectively when they take up positions in industry, commerce, government, and so on. We need to produce graduates, in particular African graduates, who have well-developed critical thinking skills and other skills that are needed for the development of South Africa so that we can successfully compete in the global market. Another feature of globalisation is that it stimulates innovation. The source of innovation is knowledge; not new knowledge, but knowledge that is already available and which can be modified, adapted and applied to a particular problem in the local context.
The community of practice involves much more than the technical, knowledgeable skill involved in being a pharmacist, an industrial relations officer or a community development practitioner. A community of practice is a set of relations among persons, activities, and the world – over time and in relation to other tangential and overlapping communities of practice. Lave and Wenger (1991) argue that a community of practice is an intrinsic condition for the existence of knowledge because it provides the interpretive support necessary for making sense of its heritage.
The presumption is that learning is socially situated or anchored, which implies that most learning is context-dependent, so that cognitive experiences situated in authentic activities, such as project-based learning, apprenticeships, or case-based learning, result in richer and more meaningful learning experiences. It is also assumed that learners negotiate with their social environment in the process of knowledge generation by forming and testing their constructs in a dialogue with other individuals and with the wider society.
A Tale of Three Countries: Social Sciences Curriculum Transformations in Southern Africa by Piet Naude, Nico Cloete